本文選題：非幼教專業(yè)幼兒教師 + 培訓現(xiàn)狀　； 參考：《長春師范大學》2016年碩士論文

【摘要】：隨著我國學前教育事業(yè)的發(fā)展,幼兒教師的專業(yè)化發(fā)展也受到空前關注。當前我國幼教師資嚴重匱乏,跨專業(yè)招聘幼兒教師已經(jīng)成為解決師資急缺的權宜之計。轉崗教師以及公辦園、民辦園中都存在一定比重的非幼教專業(yè)幼兒教師。非幼教專業(yè)幼兒教師來自于不同的知識背景可以促進幼兒教育的多元化發(fā)展,但是他們?nèi)狈ο到y(tǒng)的職前培養(yǎng),缺乏幼兒教育專業(yè)的理論知識和基本技能,使得他們在工作中面臨著方方面面的困境,職后培訓可以有效彌補其非專業(yè)背景下的諸多問題,通過參加職后培訓可以提高非幼教幼兒教師專業(yè)化程度,進而提升幼兒教師隊伍的整體素質(zhì)。但由于職后培訓受各種因素的制約,培訓效果不盡人意。本文以參加“國培計劃”吉林省非幼教專業(yè)教師培訓的幼兒教師為例,運用問卷調(diào)查法和訪談法對參加培訓的教師進行現(xiàn)狀調(diào)查,并在此調(diào)查的基礎上發(fā)現(xiàn)問題,提出建議。通過本研究發(fā)現(xiàn)當前非幼教專業(yè)幼兒教師職后培訓現(xiàn)狀存在如下問題:培訓脫離實際需求,不能夠學以致用,教師參加職后培訓的積極性未被調(diào)動;教師認為培訓內(nèi)容泛化,內(nèi)容陳舊且脫離實際,童心教育缺失;教師認為培訓方式單一,已確定的培訓內(nèi)容不能與培訓方式進行較好地匹配,不具有靈活性;教師的培訓需求未受關注并且培訓的實效性低下。改善非幼教專業(yè)幼兒教師職后培訓現(xiàn)狀提出相應策略:增強培訓實用性,激發(fā)教師參訓動力;改進培訓內(nèi)容,加強教師童心教育;轉變培訓方式,強化互動參與;實行需求調(diào)研制度,確保按需施訓;監(jiān)測培訓質(zhì)量,跟蹤參訓后實踐應用效果,從而促進非幼教專業(yè)幼兒教師的專業(yè)發(fā)展。本研究結果對有效開展幼兒教師培訓有一定的借鑒意義,使非幼教專業(yè)教師更新教育理念,提升專業(yè)能力,促進學前教育事業(yè)的發(fā)展。
[Abstract]:With the development of preschool education in China, the professional development of preschool teachers has received unprecedented attention. At present, there is a serious shortage of preschool teachers in our country, and recruiting preschool teachers across disciplines has become an expedient way to solve the urgent shortage of teachers. There are a certain proportion of non-kindergarten teachers in transferred teachers, public-run gardens and private-run gardens. Non-kindergarten teachers from different knowledge backgrounds can promote the diversified development of early childhood education, but they lack systematic pre-service training, lack of theoretical knowledge and basic skills of early childhood education. It makes them face difficulties in all aspects of their work, post-service training can effectively make up for many problems in their non-professional background, through participation in post-vocational training can improve the degree of specialization of non-kindergarten teachers. And then improve the overall quality of kindergarten teachers. However, due to the constraints of various factors, the effect of post-service training is unsatisfactory. This paper takes the preschool teachers who participated in the training of non-kindergarten teachers in Jilin Province as an example to investigate the current situation of the trained teachers by means of questionnaire survey and interview method. Based on the investigation, the author finds out the problems and puts forward some suggestions. Through this study, we find that the current situation of post-service training of non-kindergarten teachers has the following problems: the training is divorced from the actual needs, can not be used for the purpose of learning, the enthusiasm of teachers to participate in post-service training has not been mobilized, and the teachers think that the training content is generalized. The content is out of date and out of practice, the child's heart education is missing, the teacher thinks that the training method is single, the determined training content can not match with the training way well, and does not have the flexibility; Teachers' training needs are not paid attention to and the effectiveness of training is low. To improve the current situation of post-service training of non-kindergarten teachers, the corresponding strategies are put forward: enhancing the practicability of training, stimulating teachers to participate in training, improving the content of training, strengthening teachers' childlike education, changing training methods and strengthening interactive participation; The system of demand investigation should be carried out to ensure the training according to demand, monitor the quality of training, track the practical application effect after participating in the training, so as to promote the professional development of non-kindergarten professional preschool teachers. The results of this study can be used for reference to effectively develop the training of preschool teachers, so that non-kindergarten teachers can renew their educational concepts, enhance their professional abilities and promote the development of preschool education.
【學位授予單位】：長春師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G615
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本文編號：1997591